IB Language Arts/ Art and Drama Tutor, Holds a Bachelor Degree of Arts, Elementary Education with 30+ Years of Teaching Experience.
Get up to 300 bonus credits with our tutoring packages! Hurry, this offer ends on January 17th!
Learn More
Janet M.
Country: United States of America, Fountain Hills, AZ
Tutor Bio
As the daughter of an anthropologist, I grew up on the Navajo Reservation until I was nine years old and then lived in New Mexico, where I was surrounded by another beautiful culture: the Hispanic culture. I have thirty years of experience teaching yoga and many years of experience exploring art and theater. I worked as an MYP art teacher for five years at Desert Garden Montessori, one of the top five Montessori schools in the world. Before that, I worked as a private teacher for skateboard athletes training for the Olympics and X-Games. I also have ten years of experience teaching 2nd and 3rd grade and several years of experience as a drama teacher. Teaching Experience
-
2019 @ Wonderspaces, Scottsdale, AZ, USA
Art Guide, Curriculum Design and Production Crew
As part of a team, I engage the public in meaningful conversations about the art and educate people about the science and technology used to create the artwork. I create a curriculum for teachers bringing classes to Wonderspaces. I help build and maintain the art installations. I also teach corporate yoga for co-workers who stand on concrete floors for long hours.
-
2013-2018 @ Desert Garden Montessori, Phoenix, AZ, USA
IB & Montessori Art Teacher, Curriculum Design
Created original art curriculum for Montessori and IB programs for elementary, middle school, and high school. Participated in weekly interdisciplinary team meetings. Facilitated student projects for school auctions and art shows. Taught: painting and drawing skills, multimedia, cultural art, and art installation.
-
2011-2013 @ Desert Garden Montessori, Phoenix, AZ, USA
Academic Life Skills Teacher
Tutored children in reading, writing, and math. Administered diagnostic tests. Assisted with data analysis of test results. Kept records of student progress. Engaged with parents, teachers, school director, social worker, and psychologist.
-
2009-2011 @ Kids That Rip (KTR) School, Mesa, AZ, USA
Teacher, Grades 3-8
Taught in a private school for athletes who were training for the X-Games and the Olympics. Tutored grades 3-8, utilizing an online curriculum. Created one year of curriculum design for Grade 3.
-
2006-2009 @ Fountain Hills Charter School, Fountain Hills, AZ, USA
Lead Teacher, Grades 2 & 3
Taught Montessori-inspired formal and informal curriculum that included: the scientific method, research, daily writing assignments, children’s literature, environmental education, art, ensemble playwriting, multi-cultural education, Montessori math, guest speakers, unique field trips, and multi-level learning. Mentored an assistant teacher for three years.
-
1992-1995 @ Martha Lake Elementary, Lynnwood, WA, USA
Teacher, Grade 3
Team taught in a mainstreamed, self-contained classroom. Emphasized creative, discovery-based learning, research projects, and individualized achievement.
-
1990-1992 @ ELL classroom, Gallina Elementary, Gallina, NM, USA
Teacher, Grade 2
Emphasized whole language, creative integration of subjects, environmental education, and hands-on learning.
Education
-
Northern Arizona University, AZ, USA
Bachelor of Arts
-
Arizona State University, AZ, USA
Additional Coursework in Art and Education
Teaching Skills
Visual Arts HL
Visual Arts SL
Drama
Visual Arts
Drama
Visual Arts
Diploma Programme
Middle Years Programme
Primary Years Programme
Tutor Teaching Style
I believe the right questions inspire original ideas and curiosity. We live in a world filled with information that can be accessed at the click of a button, but the human mind interpreting that information leads us into our future. I want my students to be reflective, inquisitive, and inventive. Therefore, I serve as a guide and support the process of taking risks, trying new things, and moving into deeper understandings. Project-based learning far exceeds basic rote learning. This includes higher-level thinking skills like synthesizing and analyzing to create completely original content.
The first session involves establishing academic goals, assessing the student's learning style, and clarifying where help is needed.
Students need to learn how to learn. Basic skills of organizing, researching, and processing material into original content give students the confidence to be lifelong learners.
Students should be passionate about the content. When the fire is lit, motivation is easy. I believe the questions and content need to relate to the student for success to occur. At the same time, a clear path needs to be laid out so that frustration levels are kept low.
I will try new approaches if a student has difficulty learning a skill or concept.
I use art, acting, writing, and discussion to help students improve reading comprehension.
A good relationship is essential to the student's success. The student should feel seen, heard, and supported, and clear that the teacher is the leader.
Relating content to a personal experience sometimes helps students feel engaged. For example, a history lesson on war might be related to a fight the student had with a sibling. What causes conflict in human beings? Why do they fight? What peaceful resolutions could be used instead? Universal questions can be powerful tools for what might otherwise be dry content.
Typically, I have students write, present, or create art to express their understanding. When a student can interpret content with original material, I know that they understand.
Verbally noticing the things a student does correctly is beneficial in building confidence. Beyond that, it is essential to explain confusing material and offer guidance until it makes sense. Typically, this involves demonstrating, guiding, then asking the student to practice independently.
Typically, students will tell you where they are confused and want help. More challenging is when a student thinks they understand something, but they really don't. The IB rubric system is designed to help clarify weaknesses and work on them. However, I have found that the rubric often needs an additional explanation for the student to understand academic goals fully.
I am an intuitive teacher. Step one is developing a positive rapport. Beyond that, I believe it is important to be flexible and willing to spend as much time as is needed for content to sink in.
Depending upon my teaching, I might use a process journal, art supplies, search engines on a computer, books, and visual aids.
Tutor Quote
Be a house with a foundation and roots strong enough to leave the windows open for differing opinions to pass through. Gandhi